IAFOR > The Asian Conference on Education & International Development (ACEID) > ACEID2024 Overview

ACEID2024 Overview

ACEID2024

March 27-30, 2024 | Toshi Center Hotel, Tokyo, Japan, and online

Submit an Abstract

We welcome your participation in and contributions to The 10th Asian Conference on Education & International Development (ACEID2024), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP), Osaka University, Japan, and our global university partners.

The world has changed in dramatic ways since 2019. The practice of education is no exception. The where and how in education were challenged during the pandemic, but the why should perhaps be the central question as we contemplate future modes of education at all levels. The pandemic amplified the differences in the educational experiences of the haves and have-nots. The vulnerable and marginalised around the world, including Asia, need our attention more than ever but access and quality are unequally distributed in most of our educational systems. This is especially so in higher education. Yet, we have been debating endlessly about the pros and cons of online platforms, the decline in university revenues (due to lack of international students) and how to restore pre-pandemic normalcy in campus life.

These are testing times, where we are all trying to regroup from massive social, economic and political disruptions – at home and globally. In many parts of the “have-nots” world, concerns about education revolve around equity and access, and as such they are Sustainable Development Goals (SDGs) issues. Exchange of views and ideas among the stakeholders, practitioners and researchers in education as well as international development are crucial if we are to overcome the challenges to build a better future.

ACEID2024 affords us an exceptional opportunity to do so, as well as for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR events and platforms have brought people and ideas together to promote and celebrate interdisciplinary study and exchange. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities and think tanks. Our unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships.

ACEID2024 is a remarkable opportunity to gather (virtually or in-person) to discuss, debate, and develop the ideas that will shape the future of education in line with an important objective of the SDGs, to “leave no one behind”.

We look forward to seeing you in Tokyo and online!

– The ACEID2024 Programme Committee

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
 

Key Information
  • Location & Venue: Toshi Center Hotel, Tokyo, Japan, and online
  • Dates: Monday, March 25, 2024 ​to Friday, March 29, 2024
  • Early Bird Abstract Submission Deadline: September 22, 2023*
  • Final Abstract Submission Deadline: December 15, 2023
  • Registration Deadline for Presenters: January 26, 2024

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.

Submit an Abstract

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Speakers

  • Jun Arima
    Jun Arima
    The International Academic Forum (IAFOR) & University of Tokyo, Japan
  • Brendan Howe
    Brendan Howe
    Ewha Womans University, South Korea
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan
  • Atara Sivan
    Atara Sivan
    Hong Kong Baptist University, Hong Kong
  • Christopher Hill
    Christopher Hill
    British University in Dubai, United Arab Emirates
  • Krisna Uk
    Krisna Uk
    The Association for Asian Studies (AAS)

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Programme

  • International Academic Partnerships: What Are They For and Who Do They Benefit?
    International Academic Partnerships: What Are They For and Who Do They Benefit?
    Spotlight Presentation: Christopher Hill
  • IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre
    IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre
    Featured Discussion: Brendan Howe, Haruko Satoh, Krisna Uk
  • Developing Students’ Transferable Skills Through Service Leadership of an Inclusive Learning Community
    Developing Students’ Transferable Skills Through Service Leadership of an Inclusive Learning Community
    Keynote Presentation: Atara Sivan
  • Internationalisation, Education and Development Cooperation in East Asia
    Internationalisation, Education and Development Cooperation in East Asia
    Keynote Presentation: Brendan Howe

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Conference Committees

Global Programme Committee

Dr Joseph Haldane, Chairman and CEO, IAFOR
His Excellency Professor Toshiya Hoshino, Osaka University, Japan
Professor Barbara Lockee, Virginia Tech., United States
Professor Donald E. Hall, Binghamton University, United States
Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging
Professor Haruko Satoh, Osaka University, Japan
Dr Grant Black, Chuo University, Japan
Professor Dexter Da Silva, Keisen University, Japan
Professor Gary Swanson, University of Northern Colorado, United States
Professor Baden Offord, Curtin University, Australia
Professor Frank Ravitch, Michigan State University, United States
Professor William Baber, Kyoto University, Japan

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Conference Programme Committee

Professor Shingo Ashizawa, Kansai University of International Studies, Japan
Dr Joseph Haldane, The International Academic Forum (IAFOR), Japan
Professor Brendan Howe, Ewha Womans University, South Korea
Professor Farish Noor, University of Malaya, Malaysia
Professor Barbara Lockee, Virginia Tech., University
Dr Taro Mochizuki, Osaka University, Japan
Professor Haruko Satoh, Osaka University, Japan
Dr Krisna Uk, The Association for Asian Studies (AAS)

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IAFOR International Academic Advisory Board

General Education Section

Professor Shingo Ashizawa, Kansai University of International Studies, Japan
Dr Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Professor David McLoughlin, Meiji University, Japan
Dr Keiichi Ogawa, Kobe University, Japan
Professor Mark Pegrum, The University of Western Australia, Australia
Dr Cynthia Northington Purdie, William Patterson University, United States
Dr Thanassis Rikakis, University of Southern California, United States
Dr Rachel Lam, Independent consultant, Salt Lake City, Utah, United States
Distinguished Professor Tien-Hui Chiang, Zhengzhou University, China
Dr Linda Schwartz, Ambrose University, Canada
Dr Justin Sanders, Minerva Project
Professor Svetlana Ter-Minasova, Lomonosov Moscow State University, Russia
Professor Joshua Mok, Lingnan University, Hong Kong
Dr Yvonne Masters, Independent Researcher, Australia
Dr Bernard Montoneri, Independent Researcher, Taiwan
Professor Haruko Satoh, Osaka University, Japan

Educational Technology Section

Professor Curtis Ho, University of Hawai’i at Manoa, United States
Professor Mark Pegrum, The University of Western Australia, Australia
Dr Thanassis Rikakis, University of Southern California, United States
Daniel Kjellsson, Future Talent Council, Sweden
Professor Barbara Lockee, Virginia Tech., United States
Professor Keith W. Miller, The University of Missouri, United States
Dr Jo Mynard, Kanda University of International Studies, Japan
Mr Matthew Kay, Nature Publishing, United Kingdom
Professor Robert Logie, Osaka Gakuin University, Japan
Dr Amanda Müller, Flinders University, Australia

Language Learning Section

Professor Kay Irie, Gakushuin University, Japan
Professor David McLoughlin, Meiji University, Japan
Dr Shamim Ali, Allama Iqbal Open University, Pakistan
Dr Christine Coombe, Dubai Men's College, United Arab Emirates
Professor Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom
Professor Stephen J. Hall, Sunway University, Malaysia
Professor José McClanahan, Creighton University, United States
Professor Svetlana Ter-Minasova, Lomonosov Moscow State University, Russia
Dr Sufian Abu-Rmaileh, UAE University, United Arab Emirates
Professor Michiko Nakano, Waseda University, Japan
Dr Amanda Müller, Flinders University, Australia

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Conference Review Committee

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACEID2023 Review Committee, please visit our application page.

Apply to Join the Review Committee

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IAFOR Research Centre (IRC) – “Innovation and Value Initiative”

The IAFOR Research Centre (IRC) is housed within Osaka University’s School of International Public Policy (OSIPP), and in June 2018 the IRC began an ambitious new “Innovation and Value Initiative”. Officially launched at the United Nations in a special UN-IAFOR Collaborative Session, the initiative seeks to bring together the best in interdisciplinary research around the concept of value, on how value can be recognised, and measured, and how this can help us address issues and solve problems, from the local to the global.

Learn more about the Innovation and Value Initiative

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Jun Arima
The International Academic Forum (IAFOR) & University of Tokyo, Japan

Biography

Professor Jun Arima is the President of IAFOR, and the senior academic officer of the organisation. In this role, Professor Arima is the Honorary Chair of the International Academic Advisory Board, as well as both the Academic Governing Board and its Executive Committee. He also sits on the IAFOR Board of Directors.

Jun Arima was formerly Director General of the Japan External Trade Organization (JETRO), UK from 2011 to 2015 and Special Advisor on Global Environmental Affairs for the Ministry of Economy, Trade and Industry (METI), Japan, from 2011 to 2015. He has previously held various international energy/environment-related positions, including: Head of Division, Country Studies, International Energy Agency (IEA); Director, International Affairs Division, Agency of Natural Resources and Energy, METI; and Deputy Director General for Environmental Affairs at METI’s Industrial Science and Technology Policy and Environment Bureau. In the COP (UN Convention on Climate Change) 14, 15 and 16, he was Japanese Chief Negotiator for AWG-KP.

Since 2015 Jun Arima has been a Professor at the University of Tokyo, Japan, where he teaches Energy Security, International Energy Governance, and Environmental Policies in the Graduate School of Public Policy. (GraSPP). He is also currently a Consulting Fellow at the Japanese Research Institute of Economy, Trade and Industry (RIETI). He is also Executive Senior Fellow at the 21st Century Public Policy Institute, Principal Researcher at the International Environmental and Economic Institute (IEEI), Distinguished Senior Policy Fellow, at the Asia Pacific Institute of Research (APIR), Senior Policy Fellow on Energy and Environment, Economic Research Institute for ASEAN and East Asia (ERIA), and was the Lead Author, the 6th Assessment Report of the Intergovernmental Panel of Climate Change (IPCC).

Brendan Howe
Ewha Womans University, South Korea

Biography

Brendan Howe is Dean and Professor of the Graduate School of International Studies, Ewha Womans University, South Korea, where he has also served two terms as Associate Dean and Department Chair. He is also currently the President of the Asian Political and International Studies Association, and an Honorary Ambassador of Public Diplomacy and advisor for the Korean Ministry of Foreign Affairs. He has held visiting professorships and research fellowships at the East-West Center (where he is currently enjoying a second term as a POSCO Visiting Research Fellow), the Freie Universität Berlin, De La Salle University, the University of Sydney, Korea National Defence University, Georgetown University, Universiti Malaysia Sarawak, and Beijing Foreign Studies University.

Educated at the University of Oxford, the University of Kent at Canterbury, Trinity College Dublin, and Georgetown University, his ongoing research agendas focus on traditional and non-traditional security in East Asia, human security, middle powers, public diplomacy, post-crisis development, comprehensive peacebuilding and conflict transformation. He has authored, co-authored, or edited around 100 related publications including Society and Democracy in South Korea and Indonesia (Palgrave, 2022), The Niche Diplomacy of Asian Middle Powers (Lexington Books, 2021), UN Governance: Peace and Human Security in Cambodia and Timor-Leste (Springer, 2020), Regional Cooperation for Peace and Development (Routledge, 2018), National Security, State Centricity, and Governance in East Asia (Springer, 2017), Peacekeeping and the Asia-Pacific (Brill, 2016), Democratic Governance in East Asia (Springer, 2015), Post-Conflict Development in East Asia (Ashgate, 2014), and The Protection and Promotion of Human Security in East Asia (Palgrave, 2013).

Keynote Presentation (2023) | Internationalisation, Education and Development Cooperation in East Asia
Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Graduate School of Engineering Science in charge of CAREN (Osaka University Centre for the Advancement of Research and Education Exchange Networks in Asia) and also lecturer at the Osaka School of International Public Policy (OSIPP), where she ran the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities. She is also the President of the The Asian Political and International Studies Association (APISA).

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, Vol. 5, No. 2, pp. 181–198 (July 2012); “Post-3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (Eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Haruko Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre

Previous Presentations

Panel Discussion (2023) | Higher Education Across the Globe: A Time of Transformative Change
Keynote Presentation (2019) | Between Aspiration and Reality: Cultural Conflict in a University Classroom
Keynote Panel Presentation (2019) | Education and Displaced People
Keynote Presentation (2017) | Preserving and Challenging Culture: The Right to Education
Atara Sivan
Hong Kong Baptist University, Hong Kong

Biography

Professor Atara Sivan is Head of the Department of Education Studies at Hong Kong Baptist University, Hong Kong. She is the President and Senior Fellow of the World Leisure Academy and has been the Editor-in-Chief of World Leisure Journal.

Atara has contributed extensively to the body of knowledge through journal articles, books, and invited keynote presentations at international conferences worldwide. Her co-authored books include Leisure Education Towards the 21st Century (CABI, 2000); Leisure Education, Community Development and Populations with Special Needs (CABI, 2000); Leisure Education in School Systems (Cossell Center, 2002); and Leisure from International Voices (Venture Publishing, Inc., 2018).

She is the recipient of several international awards, including the George Torkildsen Literary Award, the Hillel Ruskin Memorial Scholar Lecture Award, and the 2015 Knowledge Transfer Award in recognition of her significant contribution to the advancement of research and scholarly endeavours in the areas of leisure education and learning community.

Professor Sivan is also active in the community. As a psychotherapist and EMDR trainer certified by the EMDR Institute, United States, she provides support to clinical psychologists, social workers and counsellors working with people suffering adverse life events.

She is the President of the EMDR Association of Hong Kong, Vice President of TREATS, Hong Kong, and board member of Carmel Primary and Secondary School.

Keynote Presentation (2023) | Developing Students’ Transferable Skills Through Service Leadership of an Inclusive Learning Community
Christopher Hill
British University in Dubai, United Arab Emirates

Biography

Professor Christopher Hill has worked in international higher education since 2008, spending 9 years in Malaysia and 7 in Dubai. Christopher is a Visiting Professor at National Cheng Kung University in Taiwan, an IC Global Fellow, OBHE Associate, Fellow of the Higher Education Academy, a Specialist for the Hong Kong Council for Accreditation of Academic and Vocational Qualifications, an Adjunct Researcher for the Higher Evaluation and Accreditation Council of Taiwan and External Examiner for the University of Birmingham in Dubai.

Hill's research interests include TNE; online learning; and the development of international education and the student experience. Projects include enhancing university links between Thailand and the UK; developing guidelines for TNE in the Philippines; designing a strategic framework for higher education reform in Pakistan; developing PhD supervisors and research capacity in the Kurdistan region of Iraq; evaluating student employability and skill development in Sub Saharan Africa; and supporting internationalisation of teaching and learning and the provision of EMI at key institutions in Taiwan.

Hill hosts the Think Education podcast that provides a platform for reflection and discussion on research practice and teaching and learning within higher education.

Spotlight Presentation (2023) | International Academic Partnerships: What Are They For and Who Do They Benefit?
Krisna Uk
The Association for Asian Studies (AAS)

Biography

Krisna Uk is the Association for Asian Studies (AAS) Director of Special Initiatives, in charge of project development, outreach, and strategic initiatives. Prior to joining the AAS, she was the Executive Director of the Center for Khmer Studies, designing and running programs focused on the history, politics and culture of Cambodia and neighbouring countries in Southeast Asia. Krisna studied at the University of California-Berkeley and holds a Master’s degree in Comparative Literature from the Sorbonne University and an MSc in Environmental Change and Management from Oxford University. Her experience in Cambodia also includes overseeing landmine clearance programs and a period living in a remote village in the northeast of the country researching impacts of the Indochina Wars on ethnic minority communities. This formed the basis for her PhD in Social Anthropology at Cambridge University and subsequent book on the same topic.

Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre
International Academic Partnerships: What Are They For and Who Do They Benefit?
Spotlight Presentation: Christopher Hill

Does a university exist in isolation, or does it have a responsibility to externalise and connect? With shifting patterns of recruitment and ever changing funding sources, there is a clear need to examine the role of a university within its own environment and in the wider world.

Most academic institutions will be members of some form of consortia or international partnership. This paper asks whether these consortia are living up to their full potential, particularly in light of recent developments in higher education and the need for a more inclusive and sustainable approach to activity. In exploring the motivations behind consortia, the paper presents a typology that identifies and categorises the different forms of engagement and activity. What becomes evident is that the very nature and design of consortia are often at odds with their actual impact. Does that really matter? Even if the collaboration may be more in name than in practice, is the demonstration of willingness to work together at least one benefit, maybe even that first important step towards true partnership and impact.

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IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre
Featured Discussion: Brendan Howe, Haruko Satoh, Krisna Uk

The objective of The Asian Conference on Education & International Development (ACEID) is to showcase the importance of education as an integral (and indispensable) component of international development. In higher education, where the resource-rich Global North dominates in research capacity, as well as in shaping mainstream discourse, many institutions in the Global South still need considerable capacity building in order to make their voice count.

In this featured discussion, we invite Krisna Uk, Director of Special Initiatives at the Association of Asian Studies, who is leading the South and Southeast Asia initiative to “Cultivate the Humanities and Social Sciences in Under-represented Scholars in Asia”, to discuss this major region-wide, collaborative undertaking. She will be joined by Brendan Howe, Dean of the Graduate School of International Studies at Ewha Womans University and President of APISA (Asian Political and International Studies Association) and Haruko Satoh, the co-director of the IAFOR Research Centre (IRC) at the Osaka School of International Public Policy, who are both contributing to this initiative through the IRC’s “Peace and Human Security in Asia: Toward a Meaningful Japan-Korea Partnership” project supported by the Korea Foundation.

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Developing Students’ Transferable Skills Through Service Leadership of an Inclusive Learning Community
Keynote Presentation: Atara Sivan

One important aim of higher education is to develop students’ attributes and skills that can be applied in their future careers. Apart from contributing to their employability, the skills students gain during their university experience can enhance their personal and social capacity and prepare them to take leadership roles in the community.

This paper presents a study examining the development of secondary school and special educational needs students’ transferable skills through active participation in an inclusive learning community. Students were trained to take a service leadership role in the learning community as part of a general education course on service leadership and learning communities. The study adopted a mixed-method design. Pre-and post-course questionnaire surveys and follow-up interviews were conducted with a sample of 27 students enrolled in the course. Data analysis revealed a statistically significant increase in the scores of attributes related to the appreciation of diversity, respect, contribution to society, and civic engagement after completing the course. Thematic analysis of the qualitative data indicated an increase in understanding of social inclusion, demonstration of service leadership skills and willingness to contribute to society by undertaking leadership roles. Students demonstrated empathy, respect and effective communication. They delegated roles to others and reflected on their leadership experience. Results of the study highlight the importance of empowering students to undertake leadership in a learning community of diverse populations in real-life settings. This authentic experience contributes to the development of important skills and attributes for students’ personal and social development.

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Internationalisation, Education and Development Cooperation in East Asia
Keynote Presentation: Brendan Howe

East Asia (defined here as including both Northeast Asia and Southeast Asia) is a region that has contributed greatly to the concept of an “Asia-Pacific Century.” This focus has been justified by the East Asian economic development “miracle,” the absence of interstate war in the “long peace of East Asia,” and an “Eastphalian peace.” Reference has also been made to East Asia’s other miracle, the decline of mass atrocities, while Freedom House notes that it is the only region of the world to have made significant gains in political freedoms in recent years. Education has been core to the regional “miracles,” and the governments of development success stories have looked to export their models through education, training, and development cooperation. Yet, many obstacles remain to a true internationalisation of higher education, and to the transfer of lessons to other countries in the region. These include a paucity of resources, a shortage of publishing outlets, language barriers, an emphasis on hard sciences and disciplines that promote economic growth (econophoria), and relatedly, the pull of policy-relevant work that offers greater prestige and financial rewards. In some cases, nationalism, and in other cases, a subaltern relationship to the West (sometimes both together), restrict regional educational and development cooperation. This presentation will discuss some of these issues and shortcomings, but also suggest opportunities for overcoming the challenges.

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